Wiki Lesson- Print vs Digital: Animal Compare and Contrast Created June 26, 2017 Standards:KTS: 6.1, 6.2, 6.3 ISTE: 2a, 2b, 5a, 6c, 6d ILA: 1.3, 2.2, 2.3, 3.2, 4.2, 5.2 CCSS: RI.K.9, W.K.2, W.K.5, W.K.6, SL.1a, Sl.1b, SL.6 Grade Level: K Time Needed: 25-minute mini lesson I do, we do 35-minute writer’s workshop you do Materials: Partner talk sentence stems Google chrome Animals Compare and Contrast Wiki page 8 iPad with color code stickers Anchor charts or directions projected on Smart Board Online Safety Anchor Chart for review Collection of Informational Animals books, enough for each group to have two choices or more from each continent and the Ocean Learning Targets: I can compare and contrast a print resource and a digital resource of my choice I can discuss information I am learning about animals with a classmate I can help my group report findings using a wiki and google doc I can help make changes to our report after receiving feedback from my classmates or teacher Lesson Procedure: Engage- show students previous group work papers and charts. Explain you want them all to be together so it will be easy to see all the information and share with others. Ask them to problem solve what we should do to solve the problem (make a book, etc.). Ask them what would happen if we noticed a mistake that needed to be fixed, what then would we have to do? (take it apart and put it back together) How would we share the information? Lean in close and tell the group you have a very fancy way to fix this problem and it starts with using the iPad and getting online. Explore-show students the Animals Compare and Contrast wiki page on the iPad (put under document camera), pull name sticks (3-5) and let students explore pushing links on the wiki page to see what happens. Discuss directions and the tabs as students choose them. (through whole group student led inquiry students will realize which buttons won’t help them with this lesson and which buttons will) Explain-that students are going to be working on exploring both print and digital resources to compare and contrast animals from different parts of the world and then working with their groups to share their findings. Echo read I can statements. I DO-Pull a stick and ask the students to help you model how to be a best learner. Model choosing a book from the animal book tub and talking on task with my partner as we learn new information. Then model choosing a video that is on the same topic to listen for information. Make a point to model appropriate talk (reference partner talk sentence stems) with a partner as I/we learn information. Finally model how to open the google doc. Ask the students to TPS what the directions might mean? Model thinking aloud and following the steps to voice type our comparisons of our book and video. We DO- Show students a book about penguins. Try to stretch out words and read words we know. Look through the pictures and discuss what we are learning. Pass out iPads with color code sticker attached. Walk students through the steps. Showing them where to push on the iPad and what video to choose. After watching the penguin video prompt students to practice voice typing their comparisons, making sure they place the cursor after the color text that matches their iPad. Groups should take turns (avoids confusion while voice typing in close proximity and gives a chance for others to learn from peers) and help add on to each other until they feel all the information is typed. With google doc projected students should be engaged listening to their peers but also noticing how the print shows up on their iPad too! Elaborate-SAY, “Using wikis and google docs help us gather information from all people in the classroom in one place and helps us share this information with anyone who wants to look at our wiki pages.” You DO-encourage groups to choose an animal other than a penguin to explore and remind students to listen to the voice threads if they forgot their directions. Send students to choose a just right work space from the 8 stations set up around the room and begin exploring both print and digital resources. Close-What did you like about learning today? What did you find difficult? How do wikis and google docs help us all work together even though we weren’t all in a group together? Assessment: Google Document Voice Recording Accommodations and Modifications: Voice threads, picture cues, and color coding were used so students could work independently. BA push in will help ESL students who need language support. Modeling and gradual release will help all students gain independence.
Created June 26, 2017
Standards: KTS: 6.1, 6.2, 6.3
ISTE: 2a, 2b, 5a, 6c, 6d
ILA: 1.3, 2.2, 2.3, 3.2, 4.2, 5.2
CCSS: RI.K.9, W.K.2, W.K.5, W.K.6, SL.1a, Sl.1b, SL.6
Grade Level: K
Time Needed: 25-minute mini lesson I do, we do
35-minute writer’s workshop you do
Materials:
Partner talk sentence stems
Google chrome
Animals Compare and Contrast Wiki page
8 iPad with color code stickers
Anchor charts or directions projected on Smart Board
Online Safety Anchor Chart for review
Collection of Informational Animals books, enough for each group to have two choices or more from each continent and the Ocean
Learning Targets:
I can compare and contrast a print resource and a digital resource of my choice
I can discuss information I am learning about animals with a classmate
I can help my group report findings using a wiki and google doc
I can help make changes to our report after receiving feedback from my classmates or teacher
Lesson Procedure:
Engage- show students previous group work papers and charts. Explain you want them all to be together so it will be easy to see all the information and share with others. Ask them to problem solve what we should do to solve the problem (make a book, etc.). Ask them what would happen if we noticed a mistake that needed to be fixed, what then would we have to do? (take it apart and put it back together) How would we share the information? Lean in close and tell the group you have a very fancy way to fix this problem and it starts with using the iPad and getting online.
Explore-show students the Animals Compare and Contrast wiki page on the iPad (put under document camera), pull name sticks (3-5) and let students explore pushing links on the wiki page to see what happens. Discuss directions and the tabs as students choose them. (through whole group student led inquiry students will realize which buttons won’t help them with this lesson and which buttons will)
Explain-that students are going to be working on exploring both print and digital resources to compare and contrast animals from different parts of the world and then working with their groups to share their findings. Echo read I can statements.
I DO-Pull a stick and ask the students to help you model how to be a best learner. Model choosing a book from the animal book tub and talking on task with my partner as we learn new information. Then model choosing a video that is on the same topic to listen for information. Make a point to model appropriate talk (reference partner talk sentence stems) with a partner as I/we learn information. Finally model how to open the google doc. Ask the students to TPS what the directions might mean? Model thinking aloud and following the steps to voice type our comparisons of our book and video.
We DO- Show students a book about penguins. Try to stretch out words and read words we know. Look through the pictures and discuss what we are learning. Pass out iPads with color code sticker attached. Walk students through the steps. Showing them where to push on the iPad and what video to choose. After watching the penguin video prompt students to practice voice typing their comparisons, making sure they place the cursor after the color text that matches their iPad. Groups should take turns (avoids confusion while voice typing in close proximity and gives a chance for others to learn from peers) and help add on to each other until they feel all the information is typed. With google doc projected students should be engaged listening to their peers but also noticing how the print shows up on their iPad too!
Elaborate-SAY, “Using wikis and google docs help us gather information from all people in the classroom in one place and helps us share this information with anyone who wants to look at our wiki pages.”
You DO-encourage groups to choose an animal other than a penguin to explore and remind students to listen to the voice threads if they forgot their directions. Send students to choose a just right work space from the 8 stations set up around the room and begin exploring both print and digital resources.
Close-What did you like about learning today? What did you find difficult? How do wikis and google docs help us all work together even though we weren’t all in a group together?
Assessment:
Google Document Voice Recording
Accommodations and Modifications:
Voice threads, picture cues, and color coding were used so students could work independently. BA push in will help ESL students who need language support. Modeling and gradual release will help all students gain independence.